Twelve of the state’s brightest young leaders made history as they gathered at NSW Parliament to advise on post-school pathways.

The students met with Minister for Skills, TAFE and Tertiary Education, Steve Whan, to discuss issues and share their experiences as the first members of the Skills and Pathways Advocacy and Representative Committee (SPARC).

Committee co-chair, Emmanuela, travelled from Newcastle to meet with Minister Whan to advocate for young people who have experienced trauma and disadvantage.

A student at the University of Newcastle, Emmanuela has a passion for mental health, multiculturalism and equitable access to education.

“Being at parliament is a great stride for people from backgrounds like mine, who are often unseen or marginalised by tertiary education institutions and employers, Emmanuela said.

“Young people deserve to know they have the ability to determine their own futures and chase their dreams, despite whatever challenges arise on their paths.”

For Broken Hill born and bred co-chair, Campbell, being part of SPARC allows him to shape opportunities for students living in rural, regional and remote communities.

“I couldn’t be prouder of all the members of SPARC. Everyone spoke so well, and I believe the Minister really heard our voice,” Campbell said.

“We brought the SPARC to parliament!”

The youth leaders spoke with Minister Whan about challenges to access post-school pathways information, training opportunities in rural, regional ad remote areas, and supporting young people who experience trauma.

“Thank you for your openness in sharing your concerns and commitment to ensuring all students across NSW have access to quality education and work opportunities,” Mr Whan said.

“Make sure you watch this space because these young people will go on to spark change wherever they go.”

Committee members were carefully selected to represent the diversity of young people in NSW, bringing lived experience to provide a voice in the post- school space.

Aged between 17 and 22, the group includes students who are Aboriginal and Torres Strait Islander, culturally, and linguistically diverse, living with disability or poor mental health, neurodivergent, LGBTIQ+ and/or live in rural, regional, and remote areas.